ADAPTED PHYSICAL EDUCATION - Rowan University - …users.rowan.edu/~conet/APE/apeprogramguide.pdf · A. Philosophy ... Adapted physical education (APE) ... tion and/or a regular physical

Denton Independent School District

ADAPTED PHYSICALEDUCATION

PROGRAM GUIDEREVISED8/2000

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ADAPTED PHYSICAL EDUCATION PROGRAM GUIDE

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Table of Contents

I. Acknowledgments .......................................................................................................... ii

II. Adapted Physical Education Program Overview ....................................................... 1A. Philosophy ................................................................................................................. 1B. Definition ................................................................................................................... 1C. Rationale and Purpose ............................................................................................... 1D. Goal ........................................................................................................................... 2E. Objectives .................................................................................................................. 2

III. Organization and Administration ................................................................................ 3A. Legislation Affecting Physical Education Services ................................................... 3B. Continuum of Services .............................................................................................. 8C. Coordination and Delivery of Services of Personnel .............................................. 10

1. Texas Education Agency ................................................................................... 102. Multidisciplinary Team Approach ..................................................................... 113. Direct Service Personnel ................................................................................... 114. Related Service Personnel ................................................................................. 12

D. Implementation of Services ..................................................................................... 131. Scheduling ......................................................................................................... 132. Accountability.................................................................................................... 133. Caseload ............................................................................................................ 14

IV. Referral, Assessment, and Placement Procedures .................................................... 16A. Referral Procedures ................................................................................................. 16B. Assessment Procedures............................................................................................ 18

1. Purpose of Assessment ...................................................................................... 182. Assessment Placement Flowchart ..................................................................... 193. Assessment Techniques ..................................................................................... 20

C. Criteria for Placement .............................................................................................. 21D. ARD Documentation ............................................................................................... 21

1. Eligibility Report ............................................................................................... 222. Individual Education Plan ................................................................................. 23

V. Appendices ................................................................................................................... 24A. Definition of Disabilities ......................................................................................... 25B. Health and Safety Considerations............................................................................ 28C. Commonly Asked Questions ................................................................................... 30D. APE Pre-Referral/Referral Forms............................................................................ 39E. APE Medical Forms ................................................................................................ 42F. Six-Week Progress Report ....................................................................................... 47

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I. ACKNOWLEDGMENTS

In 1994 the Adapted Physical Education (APE) Program was developed for the DentonIndependent School District (Denton ISD) by a task force of individuals who are committedto enhancing the lives of children and youth with disabilities. Parents and grandparents ofchildren with disabilities and professionals from both the Denton ISD and Texas WomanísUniversity (TWU) met from September through December, 1994 to discuss the types andextent of APE services that should be made available to Denton ISD students. Parents andgrandparents of youth with disabilities and Denton ISD employees were invited to partici-pate in the project conducted by Dr. Lois Fullerton, Director of Denton ISD Special Educa-tion, Drs. Ron French and Jean Pyfer, TWU faculty members, and TWU masterís and doc-toral students in APE. The names of specific individuals who contributed to success of theproject follows:

Valorie Alkhafaji, Garth Babcock, Cynthia Bershell, Norma Brazel, Joan Bidne, DeborahBuswell, Coleen Clower, Teresa Crutsinger, Greg Foster , Ron French, Lois Fullerton,Beki Garcia, Judy Graham, Ruth Hickman, Stanley Johnson, Becky Johnston, DonnaKerner, You-Hwan Kim, Chris Lienert, Nancy Lowrey, Val Morgan, Elaine McHugh, TimO'Brien, Karen Pepper, Bill Petrosky, Cynthia Piletic, Jean Pyfer, Larry Shaw, MarySmith, Audry Stanieszewski, Jessica Taylor, John Thompson, Judy Thurmond, TamiWagner, Gretchen Wuerch, and Abu Yilla.

The Denton ISD Adpated Physical Education manual will continue to be updated based on newlaws and federal regulations by the APE staff members in the Denton ISD school district.

Contributing Editors

Kerrie Berends (1996)Ron French (1995-2000)

Lisa Silliman-French (1995-2000)Linda Hilgenbrinck (1999)John O'Connor (1998)Cindy Piletic (1998)Duane Shepherd (1996)Dawn Stearns (1998)Pam Trocki (1998-2000)

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II. ADAPTED PHYSICAL EDUCATION PROGRAM OVERVIEW

A. Philosophy

The philosophy of the Denton ISD is to provide all students, including those with dis-abilities, with an appropriate physical education program. Denton ISD must ensure thatstudents with disabilities have access to a program that enables them to achieve thesame goals in physical education as their nondisabled peers. If special services are re-quired to assist students with disabilities to master these goals, services should be pro-vided directly or under the guidance of an APE teacher. Instructional methods, settings,materials, and time should be modified to create as optimal a learning environment as isprovided for students without disabilities. In addition, at an appropriate age studentswith disabilities should be provided a transitional physical education program that willenable them to successfully participate in functional leisure and recreational activitiesin the community.

B. Definition

Adapted physical education (APE) is a diversified program of developmental activities,games, sports, and rhythmical movements suited to the interests, capacities, and limita-tions of students with disabilities who may not safely or successfully engage in unre-stricted participation in the activities of the general physical education program.

C. Rationale and Purpose

This guide to APE services will assist teachers in assessing, planning, and implement-ing their instructional programs which are based on the Texas Essential Knowledge andSkills for Physical Education (TEKS ß 28.002) as well as the annual goals and out-comes/benchmarks of the Denton ISD. It is designed to provide continuity in the imple-mentation of the Denton ISD adapted physical education program.

This guide is designed in the following sequence to properly place and serve students inthe most appropriate physical education program:

ï Referral Proceduresï Assessmentï Placementï Goals, Outcomes/Benchmarks, and Admission, Review, and Dismissal (ARD)Documentation

ï Annual and Triennial Review


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This guide includes the proper steps in placing a student in an adapted physical educa-tion and/or a regular physical education program (RPE). This document adheres to theintent of the Individuals with Disabilities Education Act, Section 504 of The Rehabilita-tion Act, and Americans with Disabilities Act and their accompanying amendments.

D. Goal

All students should be provided functional and/or community based physical educationinstruction on activities to enhance progress at their appropriate level within the areas ofpsychomotor, cognitive, and affective development.

E. Objectives

The objectives of an effective APE program are achieved through an individualizedprogram based on identified student needs related to the following areas of develop-ment:

1. Psychomotor

a. Develop sensory integration and perceptual motor functions.b. Develop and maintain efficient fundamental motor skills and patterns.c. Develop and maintain an adequate level of physical and motor fitness.d. Develop the ability to relax.e. Develop skills in rhythmical movements.f. Develop skills in gymnastics and tumbling.g. Develop skills in individual and group games and sports.

2. Cognitive

a. Develop knowledge and understanding for rhythmical movement.b. Develop knowledge and understanding required for gymnastics and tumblingskills.

c. Develop knowledge and understanding of rules and strategies of individualand group games and sports.

d. Develop knowledge of safety practices required for a variety of physical ac-tivities.

3. Affective

a. Develop appropriate social interaction skills.b. Develop respect for rules, authority figures, and others.c. Develop a positive self-concept, body image, and confidence.d. Develop and demonstrate cooperative and competitive skills through physicalactivity.

e. Accept limitations which cannot be changed and learn to adapt to the environ-ment to make the most of strengths.


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III. ORGANIZATION AND ADMINISTRATION

A. Legislation Affecting Physical Education Services

Federal legislation that was mandated through the historic Public Law 94-142 (1975)Education all Handicapped Children Act and Public Law 93-112 (1973) Section 504 ofThe Rehabilitation Act has, and will continue to have, a profound effect on educationalopportunities for students with disabilities. More recent legislation, Public Law 101-476, Individuals with Disabilities Education Act (1990), as amended by IDEA (P.L.105-17, 1997), and the Americans with Disabilities Act (1990) has increased the scopeand coverage for individuals with disabilities. The primary intent of these laws is toensure that all individuals with disabilities receive a free and appropriate public educa-tion. The emphasis of special education and related services are designed to meet eachindividualís unique needs, and that these programs afford individuals with disabilitiesequal opportunities to attain the same results, gain the same benefits, and reach thesame levels of achievement as their peers without disabilities. The Texas State Board ofEducation has also established the TEKS. The TEKS provide a guideline for the devel-opment of instructional programs in the State of Texas. The mandates of the federallegislation coupled with the various state requirements for physical education shouldhave significant impact on the delivery of APE services.

1. Impact of P.L. 94-142, as amended by IDEA (P.L. 105-17, 1997), on PhysicalEducation

The purpose of this law was to ensure the following rights for students with dis-abilities:

ï right to a free educationï right to an appropriate educationï right to nondiscriminatory testing, evaluation, and placement proceduresï right to be educated in the least restrictive environmentï right to procedural due process of the law

Physical Education, as defined by the law, is the only instructional area mandatedin the legislation for students in need of specifically designed programs. Physicaleducation is defined as the development of physical and motor fitness, fundamen-tal motor skills and patterns, and skills in aquatics, dance, individual and groupgames, and sports, including intramural and lifetime sports. The term includesspecial physical education, adapted physical education, movement education, andmotor development.


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This law addresses who receives physical education services, in what environ-ment that service may be delivered, and when these services must be addressed inthe Individualized Education Program (IEP). The following list describes the cir-cumstances under which these types of services will be provided.

a. All students with disabilities from birth through 21 years of age must be pro-vided physical education if specified in their IEP.

b. Each student with a disability must be afforded the opportunity to participatein the regular physical education program available to students without dis-abilities, unless the student is enrolled full-time in a separate facility; or thestudent needs specially designed physical education, as described in thestudentís IEP.

c. If a student with a disability can participate fully in the regular physical educa-tion program without any special modifications to compensate for the studentísdisability, it would not be necessary to describe or refer to physical educationin the IEP.

d. If some modifications to the regular physical education program are necessaryfor the student to be able to participate in that program, those modificationsmust be described in the IEP.

e. If a student with a disability needs a specially designed physical educationprogram, that program must be addressed in all applicable areas of the IEP.

f. If a student with a disability is educated in a separate facility, the physicaleducation program for that student must be described or referred to in the IEP.However, the kind and amount of information to be included in the IEP woulddepend on the physical and motor needs of the student and the type of physicaleducation program that is provided.

2. Impact of Section 504 (1973) of the Rehabilitation Act on Physical Education

Programs must afford equal opportunities for individuals with disabilities to achievethe same results as individuals without disabilities. Disabling conditions need tobe considered in order to maximize the benefits an individual can receive fromphysical education instruction, intramural, and interscholastic sport programs.


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The following guidelines should be followed to assure equally effective servicesfor individuals with disabilities:

a. Quality of educational services provided students with disabilities must at leastequal that of services provided students without disabilities.

b. Teachers of students with disabilities must be competent to provide instruc-tion to students with disabilities.

c. Services shall be offered in the most normal/integrated settings possible. Aprogram is not equally effective if it results in students with disabilities beingindiscriminately isolated or segregated.

Some restrictions to avoid when conducting programs involving students withdisabilities include:

a. Separating students with disabilities categorically from students without dis-abilities.

b. Removing students with disabilities inappropriately from the community orimmediate environments.

c. Placing students with disabilities indiscriminately into special and/or segre-gated programs and activities.

Students with and without disabilities should participate together in interscholas-tic sports, intramural sports, and instructional physical education programs to themaximum degree possible.

3. Impact of the Americans with Disabilities Act on Physical Education

The Americans with Disabilities Act (ADA), signed into law in 1990, prohibitsdiscrimination in employment, public accommodations, transportation, state andlocal government services, and telecommunication relay services. Individualscannot be excluded from jobs, services, activities, or benefits based on disability.The ADA expands the coverage of Section 504 into the private sector. Physicaleducation, especially for those students with transition goals, should therefore bedirected toward providing individuals with disabilities the skills necessary to par-ticipate in and benefit from functional recreation and leisure activities that couldbe carried over into a community setting.

4. Impact of Amendment of Section 21.101 of the Texas Administrative Code onPhysical Education

The Texas State Board of Education, through the amendment of Section 116.1 ofthe Texas Administrative Code has designated TEKS for physical education. Based


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on the TEKS in physical education, students acquire the knowledge and skills formovement that provide the foundation for enjoyment, continued social develop-ment through physical activity, and access to a physically-active lifestyle. Thestudent exhibits a physically-active lifestyle and understands the relationship be-tween physical activity and health throughout the lifespan. Each school district inTexas is required to provide instruction based on the TEKS. Students with dis-abilities must also have instruction in activities within the TEKS, where appropri-ate. In some cases, particularly with individuals with severe disabilities, the TEKSmay not be appropriate. In these situations, developmental goals and objectivesthat allow the student to make progress toward the TEKS should be developed.

5. Placement in Appropriate Program

These laws require that physical education be provided in the least restrictive en-vironment. The intent of the law is not to mainstream or include every student inneed of specially designed programs into the regular physical education program,but rather to provide a continuum of services that would provide the most appro-priate educational setting for that student.

Appropriate instruction should be developed around the student needs. IDEArequires that an IEP be developed for each student. The IEP should be developedby more than one individual, preferably a multidisciplinary team of individualswho are qualified to assess students and make recommendations based on theirassessments. The purpose of the IEP multidisciplinary team is to determine theappropriate placement for the student for each subject, including physical educa-tion. IDEA specifies that the team consist of at least one individual from each ofthe following roles:

a. parents,b. studentís teacher(s),c. representative of the school other than the studentís teacher,d. individuals at the discretion of the school or the parent(s), ande. student, when appropriate.

IDEA stipulates that the IEP include the following items:

a. present levels of educational performance (PLEP) of the student;b. statement of measurable annual goals, including short term instructional ob-jectives;

c. specific education and related services to be provided and the extent to whichthe student will participate in the regular education program;

d. when the services are expected to begin and how long they are expected tolast; and

e. criteria for determining whether the instructional objectives are being achieved,at least on an annual basis.


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Schools within our district are encouraged to do more than merely go through theIEP process and then automatically place students with disabilities outside theregular classroom. Two federal court rulings illustrate that schools need to at-tempt regular placement and not assume that a student will best be served outsidethe regular classroom. Daniel R.R. vs El Paso Independent Schools, EHLR 441:433(5th Cir. 1989), established a two step test process from which to question schoolsin regards to placement of students:

a. Has the school district made every attempt to educate the student in the regu-lar education classroom, including making available supplementary aids andservices?

b. If a regular classroom is inappropriate, has the school district provided otheropportunities for inclusion (e.g., lunch, recess, field trips)?

The U.S. Department of Education in a friend-of-the-court brief in the Hollandinclusion case defined four factors to be considered when placing the student inthe least restrictive environment in compliance with IDEA:

a. comparing the educational benefits of a regular classroom placement with ap-propriate aids and services, to the benefits of a special education classroom;

b. the non-academic benefits to a student with disabilities of being placed withchildren without disabilities;

c. the effect of the student with disabilities on the teacher and other children inthe regular classroom; and

d. the cost of services needed to place the student in the regular classroom.

Planning for alternative placements in physical education for students with dis-abilities should follow the guidelines outlined below:

a. provide a continuum of appropriate placements;b. establish criteria to justify the movement of students with disabilities alongthe continuum;

c. movement of students with disabilities should be in the direction of less re-strictive and more integrated settings;

d. placements should be based on students abilities, disabilities, and personalneeds; not categorical generalizations or labeling processes; and

e. whenever possible, students with disabilities should participate with individu-als without disabilities.


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Continuum of Services

Regular Physical Education (RPE)

RPE with APE consultation

APE direct services in RPE

Part-time APE/Part-time RPE

Reverse Mainstreaming

Self-contained APE

LEVEL 1

LEVEL 2

LEVEL 3

LEVEL 4

LEVEL 5

LEVEL 6

B. Continuum of Services

The following continuum of services (refer to Figure 1) will provide the student withspecial needs, the opportunity to receive instruction in the least restrictive environment.

The following is a detailed explanation of the placement levels from Figure 1 for instructionalsettings in Physical Education.

Level 1 Regular physical education1.1 RPE teacher feels comfortable working with the student(s) with disabili-ties with no ongoing staff support.

1.2 Student(s) with disabilities can make necessary modifications on theirown.

Note: APE teacher may meet periodically with RPE teacher to ascertain thestudentís progress and the teacherís comfort level.

The flowchart presented above is a cascade continuum of placement levels for PhysicalEducation services. Level 1 represents the least restrictive placement; each level increases in therestrictiveness of placement with Level 6 representing the most restrictive placement.

Figure 1.


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Level 2 RPE with APE consultation2.1 No direct assistance needed for the student.2.2 Support personnel (i.e., paraeducators, peer tutors, volunteers) assist

student(s) with disabilities (refer to APE Resource Guide for supportpersonnel in the least restrictive environment,1998).

Note: Support can be made in the form of determining curriculum adjustments,activity modification, behavior management techniques, communicationskills, and/or assessing student skills. Level of consultation can vary.

Level 3 APE direct service in RPE3.1 Support personnel assist the student.

Note: APE teacher engages in team teaching once or twice a week with theRPE teacher or provides one-on-one assistance to the student. APEteacher is also responsible for training the support personnel.

Level 4 Part-time APE and part-time RPE4.1 Flexible schedule with reverse mainstreaming.4.2 Fixed schedule with reverse mainstreaming.

Note: Ensures that students with disabilities continue to have an opportunityfor social interaction with nondisabled peers; provides for learning age-appropriate and functional skills in a natural environment. Should alsofocus on community-based training.

Level 5 Reverse mainstreaming5.1 Students with disabilities from special schools go to regular schools

for RPE.5.2 Students without disabilities come to the special education school.5.3 Students with and without disabilities meet at a community-based

recreation facility.

Level 6 Self-contained APE6.1 APE provided at the school at which the student is enrolled by the APE

teacher.6.2 APE provided by the classroom teacher at the school in which the stu-

dent is enrolled. Consulting or monitoring services are provided by theAPE.

Note: This may only happen once or twice a week. The activities shouldbe age appropriate and should be team taught by APE and RPE. Due totransportation problems it should generally occur at a school close tothe special school.


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C. Coordination and Delivery of Services of Personnel

1. Texas Education Agency (TEA)

The TEA recommends physical education for students with disabilities be pro-vided by the following personnel [19 TAC ß89.213(d)(7)]:

a. ìWhen the ARD committee has made the recommendation and the arrange-ments are specified in the studentís IEP, physical education for individualswith disabilities may be provided by the following personnel:

1) adapted and regular physical educators,2) special education instructional or related service personnel who have thenecessary skills and knowledge,

3) occupational therapists,4) physical therapists, and/or5) occupational therapy assistants or physical therapy assistants working un-der the supervision of a professional in accordance with the standards oftheir profession.

b. When these services are provided by special education personnel, the districtmust document that they have the necessary skills and knowledge. Documen-tation may include, but need not be limited to inservice records, evidence ofattendance at seminars or workshops, or transcripts of college courses.î

c. The Executive Board and the Representative Assembly of the Texas Associa-tion for Health, Physical Education, Recreation, and Dance and the Commit-tee for Programs for Persons with Disabilities endorse the following recom-mendations for competencies of the APE teacher.

1) Knowledge of motor characteristics, behaviors, and developmental se-quences (including birth through 22 years) associated with various dis-abling conditions in relation to normal motor development.

2) Knowledge of neurological basis of normal and abnormal motor controland sensory motor integration methods for teaching physical education toindividuals with severe disabilities, individuals who are nonambulatory,and individuals with multiple disabilities.

3) Skills in psychomotor assessment and a variety of physical education tech-niques and procedures for implementing the individual educational plan.


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4) Developmental teaching methods/materials and gymnasium organizationalabilities in physical and motor fitness, fundamental motor skills and skillsin aquatics, rhythms/dance, individual and group games and sports for stu-dents with disabilities.

2. Multidisciplinary Team Approach

A comprehensive method of service delivery is best achieved by a multidisciplinaryteam approach. Critical to this approach is that each team member cooperate withother members to pool the knowledge of separate disciplines to develop goals thatwill ensure the most effective learning environment for the student. Amultidisciplinary team should consist of both direct service and related servicespersonnel.

3. Direct Services Personnel

Direct services personnel are those professionals identified in the federal laws ashaving primary educational responsibility for students with disabilities.

a. Adapted Physical Education TeacherThe APE teacher is the professional responsible for developing anappropriate physical education plan for students with disabilities. The APEteacher is a physical educator with specialized training in the assessmentand evaluation of motor behavior and physical fitness, programming, andprogram implementation. In addition, it is highly recommended that thisprofessional has earned national certification in adapted physical education.

An APE professional can assume three basic roles when meeting thephysical education needs of students with disabilities: direct serviceprovider, consultant, or monitor (refer to Figure 2). The following is adetailed explanation of each of these roles.ï Direct/Consult- The professionals in APE provide direct contact witha student or a small group of students at designated intervals, asspecified by the IEP. In addition, consultation services are providedto the student(s), teachers, and/or parents to meet the studentís specificIEP annual goals and objectives. These professionals assist studentswith disabilities in meeting specific IEP annual goals and objectivesthrough one or more services per month. Further, an IEP may bedeveloped independently of other disciplines or integrated (developedbetween two professionals such as a special education teacher andan APE).

ï Monitor- The professionals in APE provide monitoring services tothe student(s), teachers, and/or parents as specified by a written report.


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In the monitoring model, professionals design a program to ensurethat appropriate programming and/or equipment is in place so thatthe service provider is well informed of safe and successfulinstructions. Although much of the monitoring time is spentcollaborating, APE also spends time with the student during his/herscheduled monitoring visit to help assist with any activitymodifications and/or new activities. This could take place five timesper year or quarterly.

Direct and /or Consult Monitor

ï An IEP specific to ï Summary Report (No IEP)discipline or aTransdisciplinary IEP

ï generally services are provided ï services are less than onceweekly but never less than per 6 weeksonce per 6 weeks

b. Special Education Classroom Teacher and Regular Physical EducationTeacherSpecial educators are professional personnel who have received specifictraining in the techniques and methodology of educating students withdisabilities. For the purposes of physical education, the RPE and/or spe-cial educator, with the support of the APE consultant, may be a direct ser-vice provider.

4. Related Services Personnel

Related services are services that must be provided so that the student withdisabilities can benefit from instruction. The primary function of related ser-vices personnel is to implement services identified in the studentsí IEP. Re-lated service personnel may also perform assessments in areas for which theyhave appropriate training; provide assistance to the ARD committee; contrib-ute to the development of the IEP; and provide consultation to teachers, aides[paraeducators], and parents concerning IEP implementation, maintenance,and evaluation. [19 TAC ß89.215]

a. Occupational TherapistThe occupational therapist is trained to enhance the student withdisabilities skills in activities of daily living, work activities, and play or

Figure 2. Service Delivery Model.


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leisure activities. For occupational therapy, a physicianís prescription isrequired for direct services to students with medically related conditions.A physicianís prescription is not required for occupational therapyevaluations.

b. Physical TherapistThe physical therapist is trained to provide services that address range ofmotion, gait therapy, mobility assistance, and other interventions. Forphysical therapy, direct services for students may be prescribed by a phy-sician. A physicianís prescription is not required to do physical therapyevaluations.

c. Other Support PersonnelThe use of support personnel is one of the most effective means to increaseprogram efficiency. Support personnel are assigned to work witheducation professionals in the instructional environment. Supportpersonnel should be provided the opportunity to share the same type oflearning experiences recommended for teachers. Support personnel shouldbe suitably trained, given appropriate tasks, and provided feedback andsupport. For detailed information, refer to the Denton ISDís APE ResourceGuide for Support Personnel in the Least Restrictive Environment (1998).

D. Implementation of Services

1. Scheduling

Scheduling an adequate number of physical education classes for students withdisabilities is critical because benefit derived from physical and motor activities isdirectly related to the opportunity to practice on a regular and frequent schedule.To ensure maximum use of both the teacherís and the studentís time, schedulingshould be discussed and agreed on at the IEP/ARD meeting. Factors that willinfluence scheduling include:ï teacher caseload,ï school district policies (e.g., physical education participation for 50% of theschool year),

ï school policies (e.g, block scheduling in individual schools), andï classroom activities (e.g., music therapy) or other services provided through-out the day that may interfere with scheduling

2. Accountability

All teachers are expected to provide professional services of the highest quality.Teachers specially trained to work with students with disabilities have an addi-tional responsibility because of the nature of the populations they serve. In addi-tion they must also be knowledgeable about their studentsí conditions, the con-


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straints resulting from those conditions, and motivational techniques that will en-sure student persistence. Teachers with direct responsibilities for serving studentswith disabilities should be aware of the various avenues available to assist themwith their special responsibilities.

Clearly defined hierarchies of responsibilities within school districts help ensureconsistent quality of service delivery to all students. Administrators and supervi-sors of programs for students with disabilities should be among the districtís mostexperienced and capable professionals. Direct service providers should welcometheir supervisorsí unique talents, and freely seek their assistance. In the DentonISD the APE teachers are directly responsible to the APE Coordinator.

A variety of forms of communication will be used to enable service providers andsupervisory personnel to provide the highest level of services possible. StudentIEPs and medical records will be available for review by the APE teacher. Dailylesson plans will be developed to detail the activities used to reach each studentísgoals and objectives. These lesson plans will be placed on file for periodic reviewto document the frequency and quality of services delivered, the APE teacherswill keep daily service logs (including information about contact hours; studentsserved, times, and objectives worked on; as well as progress made for each stu-dent) that will be turned in monthly to the Director. The daily service logs andlesson plans will provide formal documentation that the goals and objectives iden-tified on each studentís IEP are being routinely addressed.


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Number ofStudentsServiced bythe APETeacher

1:80

1:60

1:40

1:20

ServiceProviders

ï Regularphysicaleducationteacher (RPE)

ï RPE teacher,paraprofes-sional, orpeer buddy

ï APEteacherand parapro-fessional orpartners

ï APEteacherand parapro-fessional

Type of Service

Regular physical educationwith instructional support

Regular physical educationwith major modifications

Adapted physical educa-tion (small groups)

Adapted physical educa-tion (one-on-one)

EducationalSettings

ï Regularplacement

ï Regularplacement

ï APE, possiblya motor lab orPartnersProgram

ï APE in aspecial setting

Note: These numbers are based on a full-time APE teacher's weekly responsibilities on site atseveral schools. Other weekly responsibilities will require the following:

ï Class preparation, 5 hours;ï Travel time, 5 hoursï Screening and assessment, 5 hoursï Other (see below), 5 hours

These estimates will be further modified by the following factors:

ï Individual student needsï Number of schools servedï Location of schools servedï Equipment setup/takedownï School building schedulesï Other job related responsibilities

3. CaseloadConsistent with the continuum outlined in Figure 1, a single APE teacher will beable to provide the following services. The specific ratios will vary depending oneach Adapted Physical Educator's responsibility.

Service Providedby the APETeacher

ï Consultationï Screeningï Assessment

ï Consultationï Screeningï Assessmentï Some direct servicedelivery

ï Screeningï Assessmentï Direct servicedelivery

ï Screeningï Assessmentï Direct servicedelivery


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IV. REFERRAL, ASSESSMENT, PLACEMENT PROCEDURES, AND ARDDOCUMENTATION

A. Referral Procedures

The referral, assessment, ARD documentation, and placement procedures are perhapsthe most important part of ensuring that each student receives the most appropriatephysical education program in the least restrictive environment. The procedures de-scribed in this section provide the steps to be followed when there is concern about thephysical and motor development/performance of a student with a disability. In mostcases the referral process will be set into motion by the physical education or classroomteacher who is providing direct services to the student. The following pages describethe specific steps in this process.

Instructional Model

Like most instructional models, the model for APE follows a progression thatstarts with accumulating information about the student, assessing his/her needs,prescribing a program to meet those needs, administering (teaching) that program,and monitoring progress.

The process within the model starts at the top with the referral of a student experi-encing significant physical and/or motor difficulties (refer to Figure 3). If the stu-dent is declared disabled by psychological services and is receiving special educa-tion services, the referral may be initiated by the special education teacher or aschool representative. Otherwise, the referral should come from the studentís physi-cal education or classroom teacher. The referral is sent through the diagnosticianto the appropriate APE teacher who then observes the studentís physical fitnessperformance and/or motor behavior to determine what, if any, intervention strat-egy is needed.

The APE teacher then either determines the student does not need modification,begins short term consultation, begins long term consultation including an ARD,or conducts a more detailed diagnostic assessment. The studentís individual goalsand objectives are then written and the student is placed in the appropriate physi-cal education setting.

The program model now becomes cyclic in nature. Determining what areas needremediation, what activities can enhance that remediation, and how to teach thoseactivities are critical to student success. Evaluation and reevaluation are constantsin the program. If a student is not showing improvement, the program should bereviewed to determine its appropriateness, and needed modifications identifiedand implemented.


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▼ ▼

▼

▼

▼

Student receives physical education programming.

Suspected motor/physical problemand/or medical conditions exist.

Step 1: Physical education teacher or classroomteacher makes referral using DISD Pre-Referral/Referral

form (Obtain from Educational Diagnostician).

Step 2: Teacher completes form and gives back tothe Educational Diagnostician.

Step 3: Educational Diagnostician givesform to the appropriate APE teacher.

Step 4: APE teacher meets with classroom teacher,observes student, makes recommendations.

Step 5: Step 6: Short term Step 7: Long term Step 8: Student No further action. consultation. consultation. needs assessment

No ARD ARD needed. (See Figure 4).

Interventions Interventions Return form tosuccessful. unsuccessful. Educational

Diagnostician.

Remain in current RecommendPE placement. assessment.

Return form to Return form to Step 9: APE assess-Educational Educational ment and placementDiagnostician. Diagnostician. procedures (See Figure 3).

Figure 3. DISD adapted physical education Individual Education Plan referral procedures.

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▼

▼

▼

▼

▼▼ ▼ ▼

▼▼

▼

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B. Assessment Procedures

Assessment is a critical beginning for program planning for students experiencing physicaland/or motor delays. Students with disabilities need to be provided appropriate physicaleducation services determined through informal/formal evaluation techniques.

1. Purpose of Assessment

Evaluation includes collecting information from screening and testing instru-ments, observation, community based and ecological survey report, review ofrecords, consult with parents, and using that information to identify a studentísneed (DEC, 2000). The six purposes for assessment in APE are as follows:

a. Establish present levels of performance - identify student strengths andweaknesses.

b. Program development - determine what activities would promote develop-ment of delayed areas and which activities could be modified to permitparticipation.

c. Placement -help determine the most appropriate physical education place-ment.

d. Prediction - enable the teacher to make an educated estimate about what thestudent is capable of achieving.

e. Measure achievement - determine whether the student has achieved theestablished educational goals.

f. Determine further needs - determine whether the studentís needs can be metwith modifications of the regular physical education program or whetherthere is a need for further testing or referral for related services.

2. Assessment and Placement Flowchart

If it is determined that a student requires long-term consultation, the formalassessment and placement procedure is as follows (refer to Figure 4):

3. Assessment Techniques


20

▼▼

▼ ▼

▼

▼

▼▼

▼ ▼ ▼

No further action.

▼

▼

▼

Long term consultation orassessment recommended.

ARD needed.

ARDóReceive Assessment Special Education ARDconsent to assess. complete. Diagnostician Review data.

plans ARD.

Performance falls within Levels Performance falls within Levels1-2 on the Placement Levels 3-6 on the Placement Levelsfor Instructional Setting in APE. for Instructional Setting in APE-

IEP written.

ARD team concurs APEgoals and objectives are

Level 1 Level 2 identified.

Enroll student in APEwith parental consent.

Consultation as needed. Review student IEP.

Figure 4. Denton ISD adapted physical education Assessment and Placement Procedures.


21

PrimaryPreferredInstrument(s)

AlternateInstrument

AlternateFitnessInstruments

Nonambulatory or SevereDelays

MATP (Special Olympics,1981)

I CAN (Wessell, 1976):Project CREOLE (Wright,1986):BCP Instructional activities(Vort Corporation, 1997)

Project Unique (Winnick &Short, 1985)Brockport Physical FitnessTest (2000)

Secondary

CTAPE-R (LA,1985);APEAS (LosAngeles, 1984)

ProjectMobilitee(Rudolph &Arnhold, 1981)

AAHPERDFitnessgram(1994)BrockportPhysical FitnessTest (2000)

Elementary

CTAPE-R (LA,1985);APEAS (LosAngeles, 1984)

Test of GrossMotor Develop-ment (Ullrich,1985) [with theaddition of a testfor static balance]

AAHPERDFitnessgram(1994)

Figure 5. Denton ISD adapted physical education Program Recommended Assessment Instru-ments.

Birth-5 years

APEAS (LosAngeles, 1984)

Peabody Devel-opmental MotorScale (Folio &Norman, 1983)

N/A

In cases where the Occupational and /or Physical Therapists are also assessing thesame student, all the personnel conducting motor assessments will consult to avoidpossible duplication of assessments.


22

C. Criteria for Placement

The following criteria is used to determine the most appropriate (least restrictive)physical education placement:

a. Results of physical and/or motor assessments;

b. Psychomotor, cognitive, and affective factors that would impact the studentísability to successfully and safely participate in regular physical education; and

c. Capability of the student to benefit from an APE program, including such con-siderations as: ability to understand cause and effect; demonstration of emo-tional behavior to benefit from one-on-one instruction; capability for volun-tary movement; ability to interact with another person. (Note: If a student doesnot meet these minimum criteria, motor goals will be provided and addressedby other qualified personnel).

D. ARD Documentation

There are two basic ARD documents used by the APE staff as required in the DECReference Guide, Part II:

1. Written assessment report, and2. Individual Educational Plan (Refer to pages 22 and 23, respectively).


23

❏ Initial Assessment❏ Reevaluation❏ Special Request by the ARD Committee

ARD Date:Denton Independent School DistrictSpecial Education Services

P.O. Box 2387Denton, TX 76202

Eligibility Report: ADAPTED PHYSICAL EDUCATION

Name: ID#: DOB:

School: Examiner(s):

Sources of Data (Formal and Informal Measures): Assessment Dates:1.2.

❏ Yes ❏ No Based on the evaluation, the student demonstrates a need for adapted physicaleducation in order to make appropriate educational progress.

LEARNING COMPETENCIES- Strengths and Weaknesses

Physical and Motor Fitness:

Fundamental Motor Skills and Patterns:

Informal Observations:

Recommendation(s)/Modification(s):

Recommendations for Instructional Setting:

Signature of Evaluator Date Position 12/97

ADPE-1


24

*Individual Educational Program (IEP)

Denton ISD Adapted Physical Education Instructional Services

Page ________ of _________Date Draft Completed _________

Date Accepted by ARD Committee _________

Name of Student: ______________________ School: _____________________ Grade: _________

*Duration of Services From ___________________ to: ____________________ Month/Day/Year Month/Year

*Goal: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

*Short-Term ObjectivesThe Student will be able to:

*IndicateLevel

of MasterCriteria

*EvaluationProcedure

Evaluation Codes(showing percentage of progress

every six weeks)

Date Date Date Date Date Date

Evaluation Procedure Codes:1. Teacher-made tests 5. Student Conferences2.Observations 6. Work Samples3.Weekly Tests 7. Portfolios4.Unit Tests 8. Other:

*Denotes required items

8/00

Level of Progress:M = MasteredA = Almost MasteredP = Progressing at expected rateI = Improvement needed

ARD - 4


25

V. APPENDICES

ï Appendix A: Definition of Disabilitiesï Appendix B: Health and Safety Considerationsï Appendix C: Commonly Asked Questionsï Appendix D: APE Pre-Referral/Referral Formsï Appendix E: APE Medical Formsï Appendix F: Six-week Progress Report


26


27

Appendix A

Definition of Disabilities


29

The following are definitions listed in IDEA of the 13 categories of disabilities verbatim, asfound in ß300.7(b)-(13).

The IDEA lists 13 separate categories of disabili-ties under which children may be eligible forspecial education and related services. This At-tachment presents the IDEAís definitions verba-tim, found in ß300.7(b)(1)-(13).

(1) Autism

ìAutismî means a developmental disabilitysignificantly affecting verbal and nonverbalcommunication and social interaction, gen-erally evident before age 3, that adverselyaffects a childís educational performance.Other characteristics often associated withautism are engagement in repetitive activi-ties and stereotyped movements, resistanceto environmental change or change in dailyroutines, and unusual responses to sensoryexperiences. The term does not apply if achildís educational performance is adverselyaffected primarily because the child has aserious emotional disturbance, as defined inparagraph (b)(9) of this section.

(2) Deaf-blindness

ìDeaf-blindnessî means concomitant hear-ing and visual impairments, the combinationof which causes such severe communicationand other developmental and educationalproblems that they cannot be accommodatedin special education programs solely for chil-dren with deafness or children with blind-ness.

(3) DeafnessìDeafnessî means a hearing impairment thatis so severe that the child is impaired in pro-cessing linguistic information through hear-ing, with or without amplification, that ad-versely affects a childís educational perfor-mance.

(4) Hearing impairment (including deafness)

ìHearing impairmentî means an impairmentin hearing, whether permanent or fluctuat-ing, that adversely affects a childís educa-

tional performance but this is not includedunder the definition of deafness in this sec-tion.

(5) Mental retardation

ìMental retardationî means significantlysubaverage general intellectual functioningexisting concurrently with deficits in adap-tive behavior and manifested during the de-velopmental period that adversely affects achildís educational performance.

(6) Multiple disabilities

ìMultiple disabilitiesî means concomitantimpairments (such as mental retardation andblindness, mental retardation and orthopedicimpairment, etc.), the combination of whichcauses such severe educational problems thatthey cannot be accommodated in special edu-cation programs solely for one of the impair-ments. The term does not include deaf andblindness.

(7) Orthopedic impairment

ìOrthopedic impairmentî means a severeorthopedic impairment that adversely affectsa childís educational performance. The termincludes impairments caused by congenitalanomaly (e.g., clubfoot, absence of somemember, etc.), impairments caused by dis-ease (e.g., polio-myelitis, bone tuberculosis,etc.), and impairments from other causes(e.g., cerebral palsy, amputations, and frac-tures or burns that cause contractures).

(8) Other health impairment

ìOther health impairmentî means havinglimited strength, vitality or alertness, due tochronic or acute health problems such as aheart condition, tuberculosis, rheumatic fe-ver, nephritis, asthma, sickle cell anemia,hemophilia, epilepsy, lead poisoning, leuke-mia, or diabetes that adversely affects achildís educational performance.


30

(9) Serious emotional disturbance

ìSerious emotional disturbanceî is definedas follows:(i) The term means a condition exhibitingone or more of the following character-istics over a long period of time and to amarked degree that adversely affects achildís educational performanceó(a) An inability to learn that cannot beexplained by intellectual, sensory, orhealth factors;

(b) An inability to build or maintain sat-isfactory interpersonal relationshipswith peers and teachers;

(c) Inappropriate types of behavior orfeelings under normal circumstances;

(d) A general pervasive mood of unhap-piness or depression; or

(e) A tendency to develop physicalsymptoms or fears associated withpersonal or school problems.

(ii) The term includes schizophrenia. Theterm does not apply to children who aresocially maladjusted, unless it is deter-mined that they have a serious emotionaldisturbance.

(10)Specific learning disability

ìSpecific learning disabilityî means a disor-der in one or more of the basic psychologi-cal processes involved in understanding orin using language, spoken or written, thatmay manifest itself in an imperfect ability tolisten, think, speak, read, write, spell, or todo mathematical calculations. The term in-cludes such conditions as perceptual disabili-ties, brain injury, minimal brain dysfunction,dyslexia, and developmental aphasia. Theterm does not apply to children who havelearning problems that are primarily the re-sult of visual, hearing, or motor disabilities,of mental retardation, or emotional distur-

bance, or of environmental, cultural, or eco-nomic disadvantage.

(11)Speech or language impairment

ìSpeech or language impairmentî means acommunication disorder such as stuttering,impaired articulation, a language impairment,or a voice impairment that adversely affectsa childís educational performance.

(12)Traumatic brain injury

ì Traumatic brain injuryî means an acquiredinjury to the brain caused by an externalphysical force, resulting in total or partialfunctional disability or psychosocial impair-ment, or both, that adversely affects a childíseducational performance. The term appliesto open or closed head injuries resulting inimpairments in one or more areas, such ascognition; language; memory; attention; rea-soning; abstract thinking; judgment; prob-lem-solving; sensory perceptual, and motorabilities; psychosocial behavior; physicalfunctions; information processing; andspeech. The term does not apply to brain in-juries that are congenital or degenerative, orbrain injuries induced by birth trauma.

(13) Visual impairment, including blindness

ì Visual impairment including blindnessîmeans an impairment in vision that, even withcorrection, adversely affects a childís educa-tional performance. The term includes bothpartial sight and blindness.

Note: If a child manifests characteristics ofthe disability category ìautismî after age 3,that child still could be diagnosed as havingìautismî if the criteria in paragraph (b)(1) ofthis section are satisfied.


31

Appendix B

Health and Safety Considerationsand

Safety Implications


33

The following sections are taken from the TEA Physical Education for Handicapped Stu-dents Bulletin (1983)

Health and Safety Considerations For Students withHealth/Safety Considerations

Sports and games should be encouraged. The prosthesis may need to be pad-ded in order to provide a more equal basis for competition. Upper limb pros-theses should not be worn in contact sports. However, in activities with lesscontact, the prosthesis may be essential to performance or may help in themaintenance of balance and timing.

Minimize restrictions and limitations on activity. Talk with the family to de-termine potential irritants which may trigger an attack (such as dust and grasspollens). If these irritants are present, plan activities inside or on a concreteslab. Swimming is an excellent activity along with games requiring short burstsof energy such as baseball. Mild attacks should be treated by having the stu-dent sit down and breathe easily. Drinking warm water may be helpful.

Participation depends on degree of impairment. Terminate activities beforefatigue occurs to reduce frustration. Communicate with medical-therapy unitto identify therapeutic goals. Increase activity space to account for problemsin balance and involuntary muscle spasms.

Most individuals with convulsive disorders are controlled disorders medi-cally and rarely experience seizures. For those whose seizures have not beenfully controlled for two years, certain safety precautions are recommended.These students should avoid activities where loss of consciousness wouldresult in injury. Be aware of first aid measures. Should a seizure occur, loosenrestrictive clothing, turn the studentís head to the side, and remove objectsfrom around the student to prevent injury. Never attempt to place anything inthe student's mouth.

Physical activity is desirable in that it helps clear secretions from the lungs.While physical stamina may be impaired, the student should be permitted toengage in activities as fully as possible. Allow student to leave class to clearthe lungs during periodic coughing spells. Be aware of the need for additionalsalt in hot weather and heavy perspiration.

Exercise is valuable to the diabetic. It diminishes the requirement for insulinand improves circulation. Exercise should be regulated so that there is aboutthe same amount each day. However, if more exercise than usual is antici-pated, the student should stop after each half to full hour and eat a snack. Alump of sugar or candy should be kept on hand for the student to eat in case ofinsulin reaction. Cleanliness and skin care are important. Treat any break inthe skin promptly.

No special considerations are necessary unless atlantoaxial dislocation condi-tion is present. This spinal condition, which is present in about 17% of DownísSyndrome individuals, can result in serious injury from activities involvinghyperextension or extreme flexion of the neck. A physicianís report indicat-ing the presence or absence of this condition should be considered beforeidentifying physical education activities.

Condition

Amputations

Asthma

Cerebral Palsy

Convulsive

Cystic Fibrosis

Diabetes Myelitis

DownísSyndrome


34

Heart Disease

Hemophilia

MuscularDystrophy

Spina Bifida

Spinal CordInjury

RheumatoidArthritis

Sickle CellDisease

Deaf and Hard ofHearing

Blind and VisuallyImpaired

Be aware of shortness of breath, faintness, cyanosis, chest pain and rapidheart rate. These indicate unusual fatigue and a need for immediate rest. Thestudentís progress should be reviewed with a physician at periodic intervals.

The development of coordination and good musculature is especially impor-tant in the prevention of joint damage and severe bleeding episodes. Contactsports and those with a possibility of being hit with an object should be avoided.Swimming, golf, dance, and hiking are good activity choices. Bruises andbumps require immediate medical attention.

Fatigue becomes progressively more common. Allow rest periods when thisoccurs. Provide ìenjoyableî activities in physical education.

Even though the student may ambulate on long leg braces, a wheelchair maymake sports and game participation easier. Encourage the development of thetrunk and upper extremities. Poor circulation and lack of sensation may causepressure sores. The student should inspect under the braces after physicalactivity.

Stretch and strengthen upper extremity muscles. Recognize and treat injuriesto areas with poor circulation and sensation.

Strenuous contact activities are not recommended as they may increase painand damage to the joints. Activities must be modified to reduce stress onjoints. Emotional depression and anger are common. Games and sports canact as a release.

Restrict activities of cardiovascular endurance as increased oxygen utiliza-tion from the blood predisposes an attack. Overheating should also be avoided.

Face the student when communicating. Have student remove hearing aidduring vigorous play. Encourage cooperative activities with clear rules anddirections. Balance may be impaired due to reduced functioning of semicir-cular canals. Limit climbing and apparatus work until body control can beattained through balance beam exercises.

Active games and sports and encouraged for most students. The student shouldbe allowed to ìfeelî demonstrations. Simple game modifications such as bat-ting tees and using auditory cues make most physical activities possible forthe visually impaired or blind student. Students with glasses should not re-ceive blows to the head. Due to the increase in ocular pressure, weight lifting

References:

Bleck, E. E. and Nagel, D.A. (eds.) Physically Handicapped Children: A Medical Atlas for Teachers. New York: Gruneand Stratton, 1975.

Adams, R. C. Daniel, A.N. and Rullman, L. Games, Sports, and Exercises for the Physically Handicapped. Philadel-phia: Lea and Febiger, 1972.


35

Appendix C

Commonly Asked Questions


37

Commonly Asked Questions

Adapted physical education is defined as the science of analyzing move-ment, identifying deficiencies within the psychomotor domain, and devel-oping instructional strategies to remediate identified deficiencies. It encour-ages positive social interaction and self-esteem, and facilitates motorachievement.1

The federal regulations define physical education as ìthe development of:(a) Physical and motor fitness;(b) Fundamental motor skills and patterns; and(c) Skills in aquatics, dance, individual and group games, and sports

(including intramural and lifetime sports).î[34 C.F.R. 300.14(b)(2)]

ìRecreation includes:(i) Assessment of leisure function;(ii) Therapeutic recreation services;(iii) Recreation programs in schools and community agencies;(iv) Leisure education.î

[34 C.F.R. 300.13(b)(9)]

Recreation therapy is considered a related service. It is defined as ìa pro-cess which uses recreation services for purposeful intervention in somephysical, emotional, or social behavior to bring about a desired change inthat behavior and to promote the growth and development of the indi-vidual.î[19 TAC ß89.217(B)(8)]

NO. Physical and occupational therapy are related services which arenecessary to enable the student to benefit from special education or regularinstruction. Some students will not need related services. [19TACß89.217(a)] However, physical education is an instructional servicethat must be provided to all handicapped students receiving special educa-tion. This service may include physical education in regular classes, with orwithout modifications; special physical education; adapted physical educa-tion; movement education; and motor development. A related service maynot be a substitute for physical education.[34 C.F.R. 300.14]

ï What isadapted physi-cal education?

ï What is thedifferencebetween physi-cal educationand recreation?

ï What is recre-ation therapy?

ï Can physicalor occupationaltherapy substi-tute for physi-cal education?

1 Adapted from Sherrill, C., Adapted Physical education and Recreation. Dubuque, Iowa: Wm. C. Brown, Publisher,1981.


38

The development of skills for Special Olympics competition may beincluded in a studentís education program as activities to implementthe essential elements for physical education. However, it may benecessary to supplement the program with additional activities andobjectives in order to address all of the essential elements of thewell-rounded curriculum.

ì (A)When the ARD committee has made the recommendation andthe arrangements are specified in the studentís IEP, physical edu-cation for the handicapped may be provided by the followingpersonnel:(i) special education instructional or related service personnel

who have the necessary skills and knowledge;(ii) physical education teachers;(iii) occupational therapists;(iv) physical therapists; or(v) occupational therapy assistants or physical therapy assistants

working under supervision in accordance with the standardsof their profession.

(B) When these services are provided by special education person-nel, the district must document that they have the necessary skillsand knowledge. Documentation may include, but need not belimited to inservice records, evidence of attendance at seminarsor workshops, or transcripts of college courses.î

[19 TACß89.213(d)(7)]

Both the Board of Directors of the Texas Association for Health, Physi-cal Education, Recreation, and Dance and the Council for PersonnelPreparation for the Handicapped endorsed the following recommen-dation for competencies in adapted physical education.(1) Knowledge of motor characteristics, behaviors, and developmental

sequences (including birth through 22) associated with varioushandicapping conditions in relation to normal motor development,

(2) Knowledge of neurological basis of normal and abnormal motorcontrol and sensory motor integration methods for teaching physi-cal education to severely handicapped, nonambulatory, and mul-tiple handicapped students,

(3) Skills in psychomotor assessment and a variety of physical edu-cation techniques and procedures for implementing the individualeducational plan, and

(4) Developmental teaching methods/materials and gymnasium or-ganizational abilities in physical and motor fitness, fundamentalmotor skills and skills in aquatics, dance, individual and groupgames and sports for students with handicapping conditions and/or motor problems.

ï Can the development ofskills for Special Olym-pics competition be in-cluded in a studentíseducation program asactivities to implementthe essential elementsfor physical education?

ï Who can teach physicaleducation for the handi-capped?

ï What skills does anadapted physical educa-tion teacher need?


39

Depending on the size of the district, the needs of the physical andspecial education staff and the type of handicapped students that areserved, the specialist may assume any or all of the following roles:ï direct service provider for students in self-contained physicaleducation class;

ï resource consultant for all staff providing physical education tohandicapped students;

ï appraisal specialist in assessing students with special motor needs;ï ARD committee member who helps develop the IEP in the motorarea;

ï Consultant who provides both formal inservice training and in-formal on-site support to individual teachers;

ï program advocate for students and teachers; andï program coordinator who conducts multidiciplinary meetings,develops curricular materials, and plans comprehensive servicesthrough other community programs.

Federal or state special education funds may be used to pay any of thepersonnel eligible to provide physical education for the handicapped,regardless of whether they have special education endorsement. Inorder to be paid from special education funds, the staff member mustbe working with handicapped students exclusively or the salary mustbe prorated, based on the percentage of time spent serving the handi-capped.[19 TAC ß 89.213]

Each handicapped student must have the opportunity to participate inregular physical education program unless the student is enrolled full-time in a separate facility or needs specially designed physical educa-tion , as prescribed in the studentís individualized education program.In these cases, ìassessment for adapted physical education may beperformed by appropriately trained physical education or special edu-cation personnel.î[19 TAC ß89.233(h)(2)]

Seventeen percent of individuals with Downís Syndrome evidenceADC and, therefore, may suffer serious injury to the spinal cord fromparticipating in fairly standard physical education activities such asgymnastics, high jump, pantathlon, soccer, and some warm-ups. X-rays are essential diagnostic procedures for proper determination ofan appropriate educational program for Downís Syndrome students.It would be a violation of federal and state regulations if a districtdenied a student with Downís Syndrome an opportunity to participatein a full physical education program merely on the ìsuspicionî of acondition that exists in a portion of the population. The district is re-sponsible for the cost of x-rays to identify ADC under the concept ofìfree appropriate public education.î

ï What responsibilitiesshould an ìadaptedphysical education spe-cialistî assume?

ï Can physical educationcertifies staff with nospecial education en-dorsement be supportedby special educationfunds in order to servethe handicapped inphysical education?

ï Who can assess themotor/physical educa-tion needs of specialeducation students?

ï Because of the possiblepresence of AtlantoaxialDislocation Condition(ADC), is an x-ray re-quired for all DownísSyndrome studentsprior to the ARD com-mittee planning a physi-cal education program?


40

ï What is the role of theadapted physical educa-tion aide in the ARDcommittee decision?

ï Are all special educa-tion students required toreceive physical educa-tion instruction?

ADC may be diagnosed as early as two and on-half years of age. Whileit is believed that the condition exists throughout life, x-rays are rec-ommended every five to six years until the individual reaches adoles-cence, whether or not ADC is diagnosed. In order for ADC to be diag-nosed, x-rays must provide views of the cervical spine fully extendedand flexed. In rare cases, the condition may exist even though it doesnot appear in normal x-rays.

Documentation of ADC should be filed in the student folder in theform of a physicianís statement indicating that ADC is present or ab-sent as a result of the x-rays with recommendations for participationin physical education activities. All Downís Syndrome individuals mustbe temporarily restricted from all activities placing stress on the neckuntil such a statement is obtained. Those who are found to evidenceADC must be permanently restricted from such activities as specifiedby their physicians.

Parental consent must be obtained in advance for such medical diag-nostic procedures as x-rays.[34 C.F.R. 300.4, 300.14, and 300, 500]

While the adapted physical education aide cannot be considered avoting member of the ARD committee, the aide can contribute valu-able information in formulating the studentís IEP, The aide with pri-mary responsibility for implementing the adapted physical educationprogram should participate in the ARD committee meeting by pre-senting assessment results and discussing student behaviors.

Yes. ìPhysical education services, specially designed if necessary, mustbe made available to every handicapped child receiving a free appro-priate public education.î The regulations continue to state:ì(b) Regular physical education. Each handicapped child must be af-

forded the opportunity to participate in the regular physical edu-cation program available to nonhandicapped children unless:(1) the child is enrolled full-time in a separate facility; or(2) the child needs specially designed physical education, as pre-

scribed in the childís individualized education program.(c)Special physical education. If specially designed physical educa-tion is prescribed in a childís individualized education program,the public agency responsible for the education of that child shallprovide the services directly, or make arrangements for it to beprovided through other public or private programs.

(d)Education in separate facilities. The public agency responsiblefor the education of a handicapped child who is enrolled in aseparate facility shall ensure that the child receives appropriatephysical education services.î

[34 C.F.R. 300.3071]


41

In addition, the Report of the House of Representatives on Public Law94-142 includes the following statement regarding physical educa-tion:ìSpecial education as set forth in the Committee bill includes instruc-tion in physical education, which is provided as a matter of course toall nonhandicapped children enrolled in public elementary and sec-ondary schools. The Committee is concerned that although these ser-vices are available to and required of all children in our school sys-tems, they are often viewed as a luxury for handicapped children.

The Committee expects the Commissioner of Education to take what-ever action is necessary to assure that physical education services areavailable to all handicapped children, and has specifically includedphysical education within the definition of special education to makeclear that the Committee expects such services, specially designedwhere necessary, to be provided as an integral part of the educationalprogram of every handicapped child.î [House Report No. 94-332, p.9(1975)]

The ARD committee makes this decision based on the instructionalobjectives specified on the studentís IEP. This amount of time will bewritten on the IEP. However, unless the student is enrolled in a sepa-rate facility or specially designed physical education is indicated, thehandicapped student must be afforded the opportunity to participatein the regular physical education program available to nonhandicappedstudents.

The time requirements for physical education under [19 TAC ß21.101]are:K-3= taught on a daily basis4-6= 112 minutes per weeks7-8= 130 clock hoursGraduation Requirementsó 1 1/2 units

The physical/health assessment reported in the referral process andindicated on the ARD report should provide the needed information.ìA general medical examination shall be required only when speci-fied by eligibility criteria or when abnormal physical factors have beenidentified as part of the assessment of physical factors. The healthinformation collected during the referral process shall be sufficient ifa complete medical examination is not required by specific eligibilitycriteria and if there are no indications of need for further physicalassessment.î[19 TAC ß89.233(e)(3)(D)]

Students who are eligible for special education as orthopedically handi-capped, other health impaired, or multiple handicapped with orthope-dic or health impairments will have had a complete medical examina-tion indicating the effect of the physical condition on the studentísability to profit from the educational process.

ï How often must a spe-cial education studentreceive physical educa-tion instruction?

ï How can physical edu-cation staff be madeaware of the health/safety needs of handi-capped students?


42

The school nurse is usually the best source of information for studentswho have special health and safety needs. The physical education staffshould receive written information from the nurse regarding thestudentís physical condition and its effect on the studentís ability toprofit from physical education. Many non-handicapped students havephysical conditions which affect performance in only one areaóphysi-cal education. These conditions include but are not limited to asthma,heart disease, joint abnormalities, diabetes, obesity, or allergies. Theyalso include students with short-term disabilities such as post-surgery,post-illness, and post-accident cases.

Facilities for handicapped students must be comparable to facilitiesfor students in regular education. This requires that all school pro-grams be accessible to handicapped students.[45 C.F.R. 84.21-22]

The federal regulations define physical education to mean ìthe devel-opment of:(A) Physical and motor fitness;(B) Fundamental motor skills and patterns; and(C) Skills in aquatics, dance, and individual and group games andsports (including intramural and lifetime sports).î[34 C.F.R. 300.14(b)(2)]

A comprehensive curriculum in physical education for both regularand handicapped students would include objectives and activities fromeach of these three major goals areas.

In addition, the essential elements for physical education (which isone of the 12 curriculum subject areas required by Texas EducationCode 21.101) are defined by each grade level, K-12. These essentialelements apply to all students and must be included, when appropri-ate, in the physical education program for handicapped students. Anoutline of these essential elements by program level along with skillsto describe each element is found in an earlier portion of this publica-tion.

If the center has an adapted physical education consultant, the rangeof services may be very comprehensive. Otherwise, the center mayrecommend specific material and human resources to help meet needs.While some regional units may provide direct on-site consultation forstaff, others may suggest contacting teachers for help in providingphysical education services for handicapped students.

Activities should always be adapted with inclusion in mind. Severalways to modify activities include:

ï How can the lockerroom and gymnasiumarea be made accessibleto handicapped stu-dents?

ï What is considered acomprehensive or ìwell-roundedîcurriculum inphysical education?

ï What services can theregional education ser-vice center provide?

ï What modificationsshould be considered inadopting physical edu-cation games and activi-ties for handicappedstudents?

Example

A playground ball is lighter andeasier to handle than a regula-tion basketball.

Modification

(1) Changing the size andweight of the equipment


43

While it may not be possible for each physical education teacher toattend all of the ARD committee meetings, the teacher can share valu-able written information. This information might include motor as-sessment results, documented observations of student motor and so-cial behaviors in the physical education setting, an outline of skillsequences in physical education, special health and safety needs inphysical education, and activity adaptations made to accommodatethe student.

Physical education objectives should be specified in the same way asother subject matter objectives. Stated in measurable terms, they shouldinclude intermediate steps designed to achieve annual goals. [19 TACß89.223(a)(3)]

Physical education teachers should be familiar with the types of be-havior management used in their school district. They must also fol-low the management plan specified in the studentís IEP. The prin-ciples of behavior management that apply to the classroom also applyto the gymnasium. The following examples are included to illustratethe variety of behaviors that can be addressed in physical education.

1. Increase the distance a student can throw a ball.2. Eliminate a disruptive behavior such as arguing or fighting withpeers during a game.

3. Decrease a negative behavior such as fear of height (balance beam)or water (swimming) or rough games (touch football).

4. Improve cooperation skills by increasing number of positive in-teractions with peers during a game.

ï What is the role of thephysical educator in theARD committee delib-erations?

ï How should physicaleducation objectives bedescribed in the IEP?

ï How can behavior man-agement techniques beimplemented in thephysical education set-ting?

2 Adapted from Vodola, T. Individualized Physical Education Program for the Handicapped. Englewood Cliffs, NJ:Prentice-Hall, 1973.

(2) Changing the size of theplaying area.

(3) Slowing or stopping amoving object.

(4) Modifying the rules.

(5) Providing more frequentperiods of rest.

Shortening the distance between basesmay equalize competition in softballfor an orthopedically handicapped stu-dent.

Using a batting tee instead of a pitchmay help a visually impaired studentto participate in baseball.

Allowing students to catch, self-toss,and pass a volleyball that is served tothem will speed up the game and pro-vide more success experiences for allstudents.

Additional ìtime outsî can help ahealth-impaired student to participatein active sports.2


44

ï How does the definitionof physical education es-sential elements affectthe physical educationprogram for the handi-capped?

ï What types of specializedteaching techniques canbe used to individualizeinstruction in physicaleducation?

ï What information shouldbe considered in makingdecisions about physicaleducation placement?

ï What teaching styles areappropriate in the physi-cal education setting?

5. Improve walking, running, and jumping movement patterns.6. Decrease hyperactivity (i.e., inappropriate movement around thegymnasium) so that the student stays in the assigned space andattends to practicing the assigned motor skill.

7. Eliminate weight problems by facilitating losing or gaining a speci-fied number of pounds in a set period of time.

Instruction in essential elements designated for physical education mustbe provided for all school age students including the handicapped.Instructional methods. settings, materials, and time may be modifiedin order to ensure that students with different abilities and needs arebeing accommodated. In some cases, particularly with the severelyhandicapped, the essential elements may not be appropriate. In thesesituations, developmental goals and objectives that allow the studentto make progress toward the essential elements are indicated.

The same specialized teaching techniques used in classroom instruc-tion can be used effectively in physical education. These include con-tract teaching, team teaching, peer/cross-age teaching and learningstations. These techniques allow the teacher to provide activities forstudents at various levels of skill.

Decision on placing students in regular or adapted physical educationshould not be based solely on physical abilities. While the studentísphysical health and movement abilities should be considered, the keyissue lies in determining the appropriate program based on the goalsand objectives of the IEP. For example, an emotionally disturbed stu-dent with an IEP goal of improving interpersonal relations in con-trolled one-to-one interactions may have difficulty in a physical edu-cation setting where team activities are common. While this studentmay be physically adept, the student may not be able to cooperatewith others, a skill necessary for team participation. On the other hand,physically handicapped students who move in a wheelchair may beable to participate successfully in the same team activity because theyhave the necessary social skills.

Teaching styles differ in the amount of freedom of choice given tostudents in a teaching task. Teaching styles range from direct, teachercontrolled activities to indirect, student controlled activities. Any ofthese styles can be appropriate, depending on the characteristics ofthe students and the nature of the skills being taught. Several stylesmay be used in one daily lesson. The class may start with a fitnesstime in which the students move from station to station on cue, doingpreset exercises. The next activity may explore directions and levelsof movement. A culminating activity for the day may be a creativegame. Teachers should select and develop from among all the stylesto allow a full realization of their own talents and physical educationgoals for students.


45

Appendix D

APE Pre-Referral/Referral Forms

Denton Independent School DistrictADAPTED PHYSICAL EDUCATION PRE-REFERRAL/REFERRAL FORM Regular Educator Educational Diagnostician APE Teacher

Student ID# DOBSchool Type of Class (Unit)/TeacherEvaluation Request by Medical Concerns:Major concerns about student in Physical Education:

School Contact for APE TeacherMethod of Ambulation: Form of Communication:

Below are some behaviors that indicate a studentís ability to move efficiently and interact effectively with others. Please check (ö) theappropriate response in the Regular Education (RE) column. If these tasks do not apply, list your concerns in the comment section onthe back of this page.

APE Pre/Referral p.1

Appendix D

Date Initial Initial Date Initial Date

Demonstrates capability for voluntary movementReacts to noise/activity/touchRolls form front to backSits assisted/unassistedStands assisted/unassistedWalks in cross patternRuns in cross patternAscends/descends stairsJumps with mature patternHops (1 foot) with mature patternLeaps with mature patternGallops with mature patternSkips with mature patternSlides with mature patternWalks a straight line/heel-to-toeStands on one foot for 5 secondsCatches an 8.5 inch ball with mature patternBounces and catches a playground ball to selfKicks a stationary ball with mature patternKicks a rolled ball with mature patternThrows a ball with mature patternTurns own jump rope using rhythmic form while jumping

Can remember visual and/or auditory informationCan understand cause and effectExhibits appropriate on-task behaviorCan follow directions

Indicates a dislike for physical activityPrefers to play soloHas a low frustration tolerance, cries easilyTends to be impulsiveIs physically/verbally aggressive toward others/selfHas a short attention spanDistracts othersRespects authority, rules, and others

PSYCHOMOTOR DEVELOPMENT

COGNTIVIE DEVELOPMENT

AFFFECTIVE DEVELOPMENT

RE APE RE APE RE APEYES SOMETIMES NO

47

Teachersí Comments:

Thank you for your time. Please return this completed form to the Special Education Diagnostician in your school.

To be filled out by the Adapted Physical Educator.

Date of Classroom Visit(s):

Recommendations:

❏ The student is functioning within acceptable limits in regular Physical Education and does not need anyfurther evaluation at this time.

❏ The student is able to be included in regular Physical Education class with appropriate modifications byeither the regular Physical Educator or consultation services by the Adapted Physical Educator.

❏ The student appears to be experiencing difficulty in the area(s) indicated above and will need furtherscreening/evaluation by the Adapted Physical Education Teacher for appropriate placement with sometype of special services.

❏ The student can benefit from activities provided by the Classroom Teacher.

Signed Date Position

Student

Adapted Physical Education Pre-Referral/Referral Form - Page 2

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Appendix D

APE Pre/Referral p.2

❒ Posture - head/trunk/feet misalignment❒ Muscular/Skeletal/Neurological impairment❒ Underweight/Overweight

BODY MECHANICS/POSTURE:(Check all that apply) RE APE RE APE RE APE

YES SOMETIMES NO

MOBIITY SKILLS (NON-AUBULATORY:(Check all that the student demonstrates❒ Transfers in and out of chair❒ Has acceptable range of motion❒ Can open doors❒ Can push up ramps❒ Can reverse direction❒ Can use brake❒ Can pivot in chair❒ Can perform a wheelie

48


49

Appendix E

APE Medical Forms


51

Appendix E

American Medical Association (AMA) Approved Prescription Form

Denton Independent School DistrictSchool Health Department

Adapted Physical Education Program

Physical Education Medical Referral FormASAW No. 1313-1975

Dear Physician,

The Denton Independent School District, as required by the Texas Education Agency, must provideall students, including those with disabilities, an appropriate physical education program. Studentswith disabilities are ensured a program equal in terms of basic skill content with that of theirnondisabled peers. It is, therefore, the purpose of adapted physical education to identify and remediatemotor deficits within the psychomotor domain for students who qualify for our services. Adaptedphysical education provides a diversified program for physical and motor fitness, fundamentalmotor skills and patterns, and skills in dance, individual and group games and sports suited to theinterests, capabilities, and needs of students with disabilities.

This information is being provided to assist you in the evaluation of student participation in thephysical and/or adapted physical education program. It is our goal as educators to promote under-standing and communication among physicians, physical education teachers, parents, and othersconcerned and involved in the education, health, and welfare of students with disabilities.

Adapted P. E. Coordinator Director of Special Education

Adapted P. E. Instructor

APE-MED. Referral p. 1


52

Appendix E

Student Information

Name: School:

Home Address: City: State: Zip:

Home Telephone: Grade and Section:

Condition

Condition is: Permanent: ❏ Temporary: ❏

If Down syndrome, has a Cervical Spine X-ray been done? ❏ yes ❏ no;Atlanoaxial instability? ❏ yes ❏ no.

Comments:

If appropriate:Comment about studentís medication and its effects on participation in physical activities:

Student may return to unrestricted activity , 19Student should return for re-examination , 19

Functional Capacity

❏ Unrestricted No restriction relative to vigorousness or types of activities.❏ Restricted Condition is such that intensity and types of activities need to be limited.

(Check one category below)

❏ Mild Ordinary physical activities need not be restricted but vigorous efforts needto be avoided (i.e., bowling, catching, kicking, running, jumping, throwing).

❏ Moderate Ordinary physical activities need to be moderately restricted and sustainedstrenuous effort avoided (i.e., bowling, gymnastics, team sports, track andfield, weight training).

❏ Limited Ordinary physical activities need to be markedly restricted (i.e., sittercisetape, walking).



53

Appendix EActivity Recommendation

Indicate body area in which physical activities should be minimized, eliminated, or maximized.

Condition is such that defects or deviations can be improved or prevented from becomingworse through use of carefully selected exercises and activities. The following are mild/moderateexercises and/or activities recommended for this student.

Signature of Dr.: Date:Address:Telephone:


Maximized Minimized Eliminated Both Right LeftComments (inclu

contraindicatioacti

Neck

Shoulder

Arms

Elbows

Hands and Wrist

Abdomen

Back

Pelvic Girdle

Legs

Knees

Feet and Ankles

Toes

Fingers

Other (specify)


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Student Medical Screening

This form is used by the physical education teacher to gather medical data to ensure safe and successfulparticiaption in physical education.

Please indicate below any medical considerations that may inpact your child's physical education particiapation.All information well be kept confidential.

Please use the back of this page to indicate any condition or concern not listed above.

*Adapted from the Texas Woman's University Issues Class, (R. French, Fall 1995).

Name of Pupil: Date of Birth: Grade: Classroom Teacher:

Name of Parent/Guardian: Telephone:

Home: Work:

Name of Emergency Contact: Telephone:

Home: Work:

Condition Condition Temporary EstimatedDuration

Neurological/Genetic Disorder (e.g., seizures, hyperactivity, coordination problems)

Heart or Lung Condition (e.g., heart murmur, asthma)

Orthopedic Condition (indicate area and extent of the condition, e.g., broken bones, spina bifida)

Sensory Impairment (e.g., vision, hearing, tactile)

Behavioral Considerations

Medication (list all medications being taken and potential side effects; use reverse side if needed)

DiabetesInsulin? ❒❒❒❒❒ Yes ❒ ❒ ❒ ❒ ❒ No

Does your child have a shunt? ❒ ❒ ❒ ❒ ❒ Yes ❒ ❒ ❒ ❒ ❒ NoIf Down Syndrome, does your child have atlantoaxial instability? ❒❒❒❒❒ Yes ❒ ❒ ❒ ❒ ❒ NoIf yes, please provide a copy of x-ray results.

Parent/Guardian Signature: Date:


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Appendix F

Six-Week Progress Report


57

Achievement Expected by NextARD Meeting?

Y = YesN = No

If "No", Actions Recommened to Enable Goal Achievement

The student should:A = improve attendanceB = practice at homeC = increase time-on-taskD = ultilize adaptations and/or modifications

Other:E = and ARD meeting is neededF = see comments

ExpectedMEASURABLE ANNUAL GOAL(S)

Level of Progress/Achievement

1 2 3 4 5 6

Denton Independent School DistrictAdapted Physical Education ProgramProgress Report By Six-Week Period

Student: APE Teacher

School: School Year

Level of Progress Codes:M = Mastered A= Almost Mastered P = Progressing at Expected Rate I = Improvement Needed

Comments

1st Six Weeks:

2nd Six Weeks:

3rd Six Weeks:

4th Six Weeks:

5th Six Weeks:

6th Six Weeks:

Documents

ADAPTED PHYSICAL EDUCATION - Rowan University - …users.rowan.edu/~conet/APE/apeprogramguide.pdf · A. Philosophy ... Adapted physical education (APE) ... tion and/or a regular physical